Debra Michelle SmithMunford Elementary SchoolA Study of the Correlation between Second Grade Students’ Achievement and Attendance

Improving Academic Achievement for Second Grade Students through School Attendance

Interventions at Munford Elementary School

jsu5988a@jsu.edudsmith@tcboe.org

Introduction• Families living in poverty lack resources:

1. Financial2. Emotional3. Mental4. Spiritual5. Physical6. Support Systems7. Knowledge of middle-class hidden rules8. Role Models

(Payne, 1996)

Introduction• Role of “No Child Left Behind” Act – 95% average daily attendance

• Chronically Absent Students

• Effects of Chronically Absent Students• Students• Peers

Statement of the Problem• Munford Elementary School (MES) / K – 5 school• AYP• Check-ins, Check-outs, and Absences• Second Grade Class

- Size- Tardies and Absences- Academic Achievement

AttendanceGrade 2012-2013

(92 Days)2011-2012 2010-2011

Days Abse

nt

Tardies Days Abse

nt

Tardies Days Absent

Tardies

PreschoolSpecial Ed.

38 8 42 6 30 7

AAA 23 6 24 3 6 2

Kindergarten

818 422 1171 725 1621 814

1st Grade 582 346 1256 835 1084 686

2nd Grade 619 408 1037 658 961 494

3rd Grade 466 310 761 532 988 564

4th Grade 443 237 994 606 1073 560

5th Grade 508 307 922 643 1158 591

Free and Reduced Lunch

Population

Free Reduced Paid

School 54% 25% 21%

2nd Grade 70% 9% 21%

DIBELSGrade Study Group Previous

GroupPrevious

GroupKindergarte

n End-of Year

2010-201182%

Benchmark8% Strategic

10% Intensive

2009-201088%

Benchmark6% Strategic6% Intensive

2008-200991%

Benchmark4% Strategic6% Intensive

First Grade End-of-Year

2011-201267%

Benchmark27% Strategic6% Intensive

2010-201182%

Benchmark15% Strategic3% Intensive

2009-201076%

Benchmark19% Strategic5% Intensive

Second Grade

Mid-Year

2012-201378%

Benchmark13% Strategic

10% Intensive

2011-201282%

Benchmark10% Strategic8% Intensive

2010-201178%

Benchmark9% Strategic

13% Intensive

Hypothesis

Second grade students at MES for the 2012-2013 school year who have

greater attendance rates as third grade students during the 2013-2014

school year will have improved academic achievement as demonstrated

on DIBELS, SuccessMaker, Global Scholar assessments, and STAR

Reading than they did as second graders during the 2012-2013 school year.

Definitions• Experimental Group – Third grade students at MES

during the 2013-2014 school year who receive attendance interventions and support.

• Control Group – Second grade students at MES during the 2012-2013 school year who did not receive attendance interventions and support.

• Moderately Absent – missing between five and less than 10 percent of the school year (5-17 days) for any reason.

• Chronically Absent- missing 10 percent or more of the school year (18 or more days) for any reason.

• Excessively Absent – missing 20 percent or more of the school year (36 or more days) for any reason.

Groups• The experimental group - the third grade students

during the 2013-2014 school year who were enrolled at MES as second graders during the 2012-2013 school year who participate in attendance interventions programs or strategies to improve their attendance during the 2013-2014 school year.

• The control group - the second graders who attended MES during the 2012-2013 school year who did not participate in any programs or strategies to improve their attendance during the 2012-2013 school year.

Chronically Absent Students• 2010-2011 school year - 21 students were

chronically absent and 52 students were moderately absent in the control group.

• 2011-2012 school year -14 students were chronically absent and 40 students were moderately absent in the control group.

• First 145 days of the 2012-2013 school - 4 students were chronically absent and 36 were moderately absent in the control group.

Data Collection• Measurements:

Attendance ReportsDIBELSGlobal ScholarSTAR Reading SuccessMaker

• Comparisons:- 2012-2013 End-of-year Reports compared to mid-

year and beginning-of-the-year reports for control group.- 2013-2014 Reports will be analyzed for academic growth of experimental groups and compared to

2012-2013 growth of control group.

Strategies Based on Research Findings• Meet the Teacher Nights• Faculty and Staff Mentors• Leadership Team Phone Calls• Monthly Standing Recognition for Perfect

Attendance• Put Findings of the Research in Teachers’

Mailboxes• Post a Copy of the Research • Offer a book study to teachers on A Framework for

Understanding Poverty (Payne, 1996)• First and Second Semester Parent Workshops• Videos of Parent Workshops

Importance of Anticipated Findings• Greater Attendance = Greater Achievement

• Change the Culture of the School• Teachers will understand the effects of poverty.• Teachers will be able to communicate better with students

and their parents.• Teachers will be able to empathize with families and look for

solutions to obstacles.

• Improve Parent Involvement• Parents feel understood and supported.• Provide alternative ways to involve parents in educational

process.

Importance of Anticipated Findings• Mentoring Program will Provide Opportunities to

Build Strong Relationships

• Decreasing Drop-out Rates Long-term

• Decrease Achievement Gaps

• Consideration for a Mentoring Program in Kindergarten

Questions or Comments?

References

Payne, R. K. (1996). A framework for understanding poverty. (4th ed.). Highlands, TX: aha! Process, Inc.